The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.
Last updated
The last update to the bibliography was in January 2012.
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Choose a program type below to see to a list of all programs and evaluations or research studies in that category or click on the Research Studies category to see out-of-school time research studies.
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4-H Youth Health Officer Program—West Virginia
In 2006, the West Virginia 4-H Program piloted a youth health officer position, staffed by youth selected by their peers. This position leads health activities during club meetings and other 4-H events.
(Health, Youth Leadership)
Clark, B., Bowen, E., Higgins, C., Hutson, Z., Sharps, G., & Waugh, T. (2008). West Virginia’s response to the rotten truth about oral health. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
Active Balance Childhood Program
This behavioral intervention, offered during an afterschool program, promotes healthy weight management and healthy lifestyles (adequate dietary intake and improved physical activity) in Chinese American children, aged 8–10, and their families in San Francisco, California.
(Health, Sports/Recreation)
Chen, J., Weiss, S., Heyman, M. B., & Lustig, R. H. (2010). Efficacy of a child-centred and family-based program in promoting healthy weight and healthy behaviors in Chinese American children: a randomized controlled study. Journal of Public Health, 32(2), 219–229
After-School All-Stars
These free comprehensive after school programs serve children in need on school sites in 13 different cities from New York City to Hawaii. Programs incorporate academic support, enrichment opportunities, and health and fitness activities.
(Academic/Enrichment, Health, Sports/Recreation)
Gordon, E. W., Bowman, C. B., & Mejia, B. X. (2003). Changing the script for youth development: An evaluation of the All Stars Talent Show Network and the Joseph A. Forgione Development School for Youth. New York: Institute for Urban and Minority Education Teachers College, Columbia University.
Jones, C. J., & Polonsky, M. (2008). 2007 After-School All-Stars Program: Summative evaluation. Chicago: Chicago Public Schools, Office of Extended Learning Opportunities. research.cps.k12.il.us/resweb/DownLoaderAdv?dir=program_evaluation&file=asas_20071.pdf
Be Proud! Be Responsible!
(Health, Prevention)
Jemmott, J. B., Jemmott, L. S., & Fong, G. T. (1992). Reductions in HIV risk-associated sexual behaviors among black male adolescents: Effects of an AIDS prevention intervention. American Journal of Public Health, 82, 372–377.
Boys & Girls Clubs of America—Triple Play Program
This national program is designed to demonstrate how eating smart, keeping fit, and forming positive relationships add up to a healthy lifestyle for youth aged 6-18. It includes three major components: (a) a "Healthy Habits" curriculum; (b) sports, fitness and recreation programs and sports leadership clubs; and (c) social recreation to teach and reinforce social and ethical skills.
(Health, Positive Youth Development, Sports/Recreation)
Gambone, M. A., Akey, T. M., Furano, K., & Osterman, L (2009). Promoting healthy lifestyles: The impact of Boys & Girls Clubs of America’s Triple Play Program on healthy eating, exercise patterns, and developmental outcomes (Executive Summary). Philadelphia: Youth Development Strategies, Inc. www.ydsi.org/ydsi/pdf/TriplePlayStudy-ExecutiveSummary-11-04-FINAL.pdf
CATCH Kids Club
Pilot tested at 16 sites in Texas in 1999–2000, this program is a diet and physical activity intervention for elementary school students in after school settings.
(Health)
Kelder, S., Hoelscher, D. M., Barroso, C. S., Walker, J. L., Cribb, P., and Hu, S. (2005). The CATCH Kids Club: A pilot after-school study for improving elementary students' nutrition and physical activity. Public Health Nutrition, 8, 133–140. www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed& list_uids=15877906&dopt=Abstract
Challenging Horizons Program
This program provides tutoring and enrichment activities, usually offered after school or in the summer. Activities are designed to help students with learning or behavior problems improve their academics, citizenship, and personal health.
(Academic/Enrichment, Health, Positive Youth Development)
Evans, S. W., Axelrod, J., & Langberg, J. M. (2004). Efficacy of a school-based treatment program for middle school youth with ADHD: Pilot data. Behavior Modification, 28, 528–547.
Langberg, J. M., Smith, B. H., Bogle, K., Schmidt, J., Cole, W., & Pender, C. (2006). After-school programming to improve the behavioral and academic functioning of middle school students: A randomized efficacy trial. Journal of Applied School Psychology, 23, 31–58.
Cole, C.P. (2008). Academic interventions designed to improve mathematic performance among middle school students: Specific and generalization effects in a randomized trial (Unpublished doctoral dissertation). University of South Carolina, Columbia, SC.
Langberg, J., Epstein, J., Urbanowitz, C., Simon, J., & Graham, A. (2008). Efficacy of an organization skills intervention to improve the academic functioning of students With attention-deficit/hyperactivity disorder. School Psychology Quarterly, 23, 407–417.
Cooking Up Fun! Program
First piloted in 2002 in seven New York counties, this after school program is designed to help youth aged 9–14 (grades 4–9) acquire independent food skills and to promote positive youth development.
(Health, Positive Youth Development)
Thonney, P. F., & Bisogni, C. A. (2006). Cooking Up Fun! A youth development strategy that promotes independent food skills. Journal of Nutrition Education and Behavior 38, 5, 321–323. www.jneb.org/article/S1499-4046(06)00146-1/fulltext
Deal Me In… food and fitness
Begun in 2004, this after school program is designed to provide hands-on, engaging ways to introduce or reinforce healthy eating and physical activity among children in grades K–6 in California.
(Health)
Takada, E. (2005). Program evaluation: Deal Me In... food and fitness, a self-contained nutrition education and physical activity program for the after-school setting. Sacramento, CA: Dairy Council of California. www.dairycouncilofca.org/Educators/ProgramEvaluation/EvaluationDMI.aspx
EarthFriends
(Health, Service-Learning/Civic Engagement)
Wadsworth, K. G. (2002). A process and outcome evaluation of EarthFriends: A curriculum designed to teach elementary school-aged children to make environmentally sustainable food choices. Unpublished doctoral dissertation, Columbia University Teachers College, New York.
Effect of a Structured Aerobic Exercise Program on Overweight Children
This study tested the effect of a structured afterschool aerobic exercise program on anger expression in healthy overweight children, aged 7–11, in Augusta, Georgia.
(Health, Research Studies, Sports/Recreation)
Tkacz, J., Young-Hyman, D., Boyle, C. A., & Davis, C. L. (2008). Aerobic exercise program reduces anger expression among overweight children. Pediatric Exercise Science, 20(4), 390–401. www.ncbi.nlm.nih.gov/pmc/articles/PMC2678873/#S1
Petty, K. H., Davis, C. L., Tkacz, J., Young-Hyman, D., & Waller, J. L. (2009). Exercise effects on depressive symptoms and self-worth in overweight children: A randomized controlled trial. Journal of Pediatric Psychology, 34, 929–939.
FunLIFE (Learning to Improve Fitness and Eating)
Begun in 2004 by a university in the western United States, this summer camp provides elementary school-aged children with programming designed to teach age-appropriate healthy lifestyles focusing on nutrition and physical activity.
(Health, Sports/Recreation)
Ogle, J. P., Carroll, J., Butki, B., Damhorst, M. L., & Baker, S. (2008). Examining the potential unintended effects of a healthful living curriculum upon children’s weight-related beliefs, body satisfaction, and body build stereotypes. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
GEMS (Girls health Enrichment Multi-site Studies)
Begun in 1999 and concluded in 2006, this project consisted of a collection of four studies designed to develop and test interventions to prevent excessive weight gain by African American girls as they enter and proceed through puberty. These studies were conducted at sites in Texas, Minnesota, California, and Tennessee.
(Health, Research Studies, Sports/Recreation)
Kumanyika, S. K., Obarzanek, E., Robinson, T. N., & Beech, B. (Eds.) (2003) Phase 1 of the Girls health Enrichment Multi-site Studies (GEMS) [Issue supplement]. Ethnicity & Disease, 13(1S1). www.ishib.org/sup_13_1_1_toc.asp
Baranowski, T., Klesges, L. M. Cullen, K. W., & Obarzanek, E. (Eds.) (2004). Measurement in the GEMS obesity prevention studies [Issue supplement]. Preventive Medicine, 38(S1).
Story, M., Sherwood, N. E., & Obarzanek, E. (Eds.) (2004). Correlates of BMI, body fat, dietary intake, and physical activity among 8- to 10-Year-Old African-American Girls: Girls Health Enrichment Multisite Studies Phase 1 [Issue supplement]. Obesity Research 12(S9). www.nature.com/oby/journal/v12/n9s/index.html
Robinson, T. N., Kraemer, H. C., Matheson, D. M., Obarzanek, E., Wilson, D. M., Haskell, W. L., . . . & Killen, J. D. (2008). Stanford GEMS phase 2 obesity prevention trial for low-income African-American girls: design and sample baseline characteristics. Contemporary Clinical Trials, 29(1), 56–69.
Robinson, T. N., Matheson, D. M., Kraemer, H. C., Wilson, D. M., Obarzanek, E., Thompson, N. S., . . . & Killen, J. D. (2010). A randomized controlled trial of culturally tailored dance and reducing screen time to prevent weight gain in low-income African American girls: Stanford GEMS. Archives of Pediatrics & Adolescent Medicine, 164(11), 995–1004.
Klesges R. C., Obarzanek, E., Kumanyika S., Murray D. M., Klesges, L. M., Relyea, G. E., . . . & Slawson, D. L. (2010).The Memphis Girls' health Enrichment Multi-site Studies (GEMS): An evaluation of the efficacy of a 2-year obesity prevention program in African American girls. Archives of Pediatrics & Adolescent Medicine, 164(11), 1007–14.
Healthy “U” Project
(Health)
Rinderknect, K., & Smith, C. (2004). Social cognitive theory in an after-school nutrition intervention for urban Native American youth. Journal of Nutrition Education and Behavior, 36, 298–304.
Hip Hop to Health
(Culture/Heritage, Family/Community Involvement, Health)
Stolley, M. R. (1997). Developing an effective cardiovascular risk reduction program for inner-city African-American youth: “Hip Hop to Health.” Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
HOP'N After-School Project
This research study examines how to deliver evidence-based programs through existing after school programs to promote healthful physical activity and nutrition and prevent obesity in youth. Participating in the initial study are eight elementary schools in Lawrence, Kansas.
(Health, Research Studies, Sports/Recreation)
Trost, S., Rosenkranz, R., & Dzewaltowski, D. A. (2008). Physical activity levels among children attending after school programs. Medicine and Science in Sports and Exercise, 40(4), 622–629.
Coleman, K. J., Geller, K. S., Rosenkranz, R. R., & Dzewaltowski, D. A. (2008). Physical activity and healthy eating in the after school environment. Journal of School Health, 78(12), 633–640.
Dzewaltowski, D. A., Rosenkranz, R., Geller, K. S., Coleman, K. J., Welk, G. J., Hastmann, T. J., & Milliken, G. A. (2010). HOP'N after-school project: An obesity prevention randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 90. doi: 10.1186/1479-5868-7-90 www.ijbnpa.org/content/pdf/1479-5868-7-90.pdf
Kids on the Move Program
Established in 1999, this program was developed in response to an increase in cardiovascular disease risk factors such as obesity, especially among children in high-risk populations. Through health education and structured active play, it aims to reduce these risk factors in high-risk children ages 8 to 12 in Atlanta, Georgia.
(Health, Sports/Recreation)
Naran, R. (2002). Kids on the Move evaluation report. Atlanta, GA: Children's Healthcare of Atlanta.
Medical College of Georgia FitKid Project
This 3-year (2003–2006) afterschool physical activity intervention in Georgia consisted of academic enrichment, healthy snacks, and physical activity designed to improve children’s fitness and physical activity.
(Academic/Enrichment, Health, Sports/Recreation)
Wang, L. Y., Gutin, B., Barbeau, P., Moore, J. B., Hanes Jr., J., Johnson, M. H., Cavnar, M., Thornburg, J., & Yin, Z. (2008). Cost-effectiveness of a school-based obesity prevention program. Journal of School Health, 78(12), 619–624.
Yin, Z., Gutin, B., Johnson, M., Hanes, J., Jr., Moore, J. B., Cavnar, M., Thornburg, J., Moore, D., & Barbeau, P. (2005). An environmental approach to obesity prevention in children: Medical College of Georgia FitKid Project year 1 results. Obesity Research, 13, 2153–2161.
Yin, Z., Hanes, J., Jr., Moore, J. B., Humbles, P., Barbeau, P., & Gutin, B. (2005). An after-school physical activity program for obesity prevention in children: The Medical College of Georgia FitKid Project. Evaluation & the Health Professions, 28(1), 67–89.
Yin, Z., Moore J. B., Johnson, M. H., Barbeau, P., Cavnar, M., Thornburg, J., & Gutin, B. (2005) The Medical College of Georgia FitKid Project: The relations between program attendance and changes in outcomes in year 1. International Journal of Obesity, 29, 40–45.
NikeGO After School Program
Begun in 2002, this national program provides after school physical activities to offer youth the opportunity to discover the joy of movement and the fun of physical activity.
(Health, Sports/Recreation)
Levin, S. M., Martin, M., & Grizzell, J. (2003). Program Evaluation Across the Nation Using Technology (PEANUT)© for the evaluation of NikeGO. Unpublished manuscript.
Nutrition Education for New Americans Food Guide Pyramid Lessons
(Health)
Garcia-Lascurain, M. C., Kicklighter, J. R., Jonnalagadda, S. S., Boudolf, E. A., & Duchon, D. (2006). Effect of a nutrition education program on nutrition-related knowledge of English-as-Second-Language elementary school students: A pilot study. Journal of Immigrant and Minority Health, 8, 57–65.
Oklahoma Cooperative Extension Service Afterschool Gardening Program
This food, nutrition, and physical activity education program was provided to children in grades K–8 participating in a rural afterschool program. A garden was incorporated into the program to actively involve children in hands-on food, nutrition, and physical activity education.
(Health, Sports/Recreation)
Phelps, J., Hermann, J. R., Parker, S. P., & Denney, B. (2010). Advantages of gardening as a form of physical activity in an after-school program. Journal of Extension, 48(6). www.joe.org/joe/2010december/pdf/JOE_v48_6rb5.pdf
Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review
A 2015 meta-analysis of studies examining the influence of out-of-school-time programs on improving outcomes for low-income and minority at-risk youth reveals that focused-programs (reading-focused or math-focused) are more effective than general-academic programs at improving academic outcomes for these at-risk youth.
(Health, Multi-Component/Comprehensive, Research Studies)
Knopf, J. et al. (2015). Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Healthy Equity Systematic Review. J Public Health Management Practice, 00(00), 1-15.
Pilates After School Classes
Pilates classes were offered to girls as part of a pilot study in spring 2005 in two after school programs in Houston, Texas, designed to promote physical activity in a way that girls would enjoy.
(Health, Sports/Recreation)
Jago, R., Jonker, M. L., Missaghian, M., Baranowski, T. (2006). Effect of 4 weeks of Pilates on the body composition of young girls. Preventive Medicine, 42, 177–180.
Positive Youth Development Collaborative
This program teaches substance use prevention skills and also includes health education and cultural heritage activities in an urban after school setting.
(Culture/Heritage, Health, Prevention)
Tebes J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247. www.rand.org/health/abstracts/2007/070604_tebes.html
Project 4-Health
Offered in 4-H clubs throughout California, this program is designed to prevent tobacco use. The program involves youth in discouraging others' tobacco use and develops youth leadership for tobacco control.
(Health, Prevention, Youth Leadership)
D'Onofrio, C. N., Moskowitz, J. M., & Braverman, M. T. (2002). Curtailing tobacco use among youth: Evaluation of Project 4-Health. Health Education & Behavior, 29(6), 656–682. heb.sagepub.com/cgi/content/abstract/29/6/656
Rural Massachusetts Residential Summer Weight Loss Camp
This program, for youth aged 10–15 in rural Massachusetts, uses structured fun-based skill learning physical activities, moderate dietary restriction, and behavior modification to reduce obesity in overweight children.
(Health, Sports/Recreation)
Gately, P. J., Cooke, C. B., Butterly, R. J., Mackreth, P., & Carroll, S. (2000). The effects of a children's summer camp programme on weight loss, with a 10 month follow-up. International Journal of Obesity, 24(11), 1445–1453. www.nature.com/ijo/journal/v24/n11/abs/0801405a.html
Salsa, Sabor y Salud
This healthy lifestyles educational program designed for Latino families has been adapted for use in after school programs. Three after school programs, one in Los Angeles, California and two in Chicago, Illinois, piloted this program.
(Family/Community Involvement, Health, Sports/Recreation)
Huang, D., La Torre, D., Oh, C., Harven, A., Huber, L., Leon, S., & Mostafavi. S. (2008). The afterschool experience in Salsa, Sabor y Salud: Evaluation 2007-08. CRESST Report 747. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R747.pdf
Seeds to Success
Begun in 2003, this program serves high school students in Gloucester County, New Jersey. The program combines basic financial management, nutrition and food safety education, food systems education, and workforce readiness training with employment opportunities, internships, economic development projects, community service, and food security initiatives. Programming is delivered during both the school year and summer.
(Complementary Learning, Health, Vocational Education)
Hughes, L., Strieter, L., (2007). Seeds to Success final outcomes report (Internal Report). Rutgers, NJ: The State University of New Jersey.
Workers of Wonder
(Health, Positive Youth Development, Sports/Recreation)
Colchico, K. A., Zybert, P., & Basch, C. E. (2000). Effects of after-school physical activity on fitness, fatness, and cognitive self-perceptions: A pilot study among urban, minority adolescent girls. American Journal of Public Health, 90(6), 977–978.
YMCA–Harvard Afterschool Food and Fitness
This project aims to help afterschool programs and child care providers at four YMCAs in Boston, Massachusetts, create healthy environments for children through nutrition and physical activity.
(Health, Sports/Recreation)
Mozaffarian, R. S., Wiecha, J. L., Roth, B. A., Nelson, T. F., Lee, R. M., & Gortmaker, S. L. (2010). Impact of an organizational intervention designed to improve snack and beverage quality in YMCA after-school programs. American Journal of Public Health,100(5), 925–932. http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2008.158907